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Full-Text Articles in Education

Primary Teachers' Use Of Communicative Strategies For Linguistically Diverse Learners: A Cross-Cultural Case Study, Geraldine Mongillo, Dorothy Feola, Rochelle Goldberg Kaplan, Vered Vaknin, Randa Abbas Jun 2019

Primary Teachers' Use Of Communicative Strategies For Linguistically Diverse Learners: A Cross-Cultural Case Study, Geraldine Mongillo, Dorothy Feola, Rochelle Goldberg Kaplan, Vered Vaknin, Randa Abbas

The Language and Literacy Spectrum

The purpose of this study was to investigate the use of communicative strategies employed by two primary grade teachers whose students’ home language differed from the language of instruction. The communicative strategies examined included verbal, gestural, and other visual modes of interaction within classroom discourse to promote student learning. One school we studied was in Northern Israel and one was in New Jersey in the US. In Israel, the teacher taught using formal Modern Standard Arabic while the children were familiar only with Spoken Arabic. In New Jersey, the teacher taught using English while the students were largely from Spanish-speaking ...


Collaborating Online: Tools For Improving Teacher Preparation In Literacy, Jennifer Van Allen, Lenora Forsythe Jun 2019

Collaborating Online: Tools For Improving Teacher Preparation In Literacy, Jennifer Van Allen, Lenora Forsythe

The Language and Literacy Spectrum

Teacher preparation programs face the continual challenge to provide experiences that foster collaboration between teacher candidates and go beyond the boundaries of particular programs and classrooms. Collaborative learning structures improve learner achievement, attitudes, engagement, satisfaction, and retention rates when interactions between learners are facilitated and fostered. These structures have the potential to foster genuine collaboration in which groups create products and processes that change individuals’ understandings and actions as well as those of the collective group. In this format, learning occurs not only from the instructor but from other classmates as well. Many agencies and professional associations are calling for ...


Sentence Construction: Supporting Elementary Students’ Editing Skills, Zoi A. Traga Philippakos Jun 2019

Sentence Construction: Supporting Elementary Students’ Editing Skills, Zoi A. Traga Philippakos

The Language and Literacy Spectrum

Syntactic control is a necessary skill for quality writing and a needed knowledge for all writers who communicate in a specific language system. However, syntactic control is challenging for developing writers and for second-language learners. Instructionally, usually at the editing stage, attention is given to the syntax and grammatical clarity of a paper prior to it getting published or shared. The purpose of this paper is to explain specific practices that can support sentence construction. Specifically, evidence-based practices that refer to sentence combining and sentence expansion are explained and specific examples are shared. Implications for classroom practice are further discussed.


Motion, Matter, Force, And Writing???: Creating Space For Writing In A Secondary Physics Classroom, Lubna Javeed Jun 2019

Motion, Matter, Force, And Writing???: Creating Space For Writing In A Secondary Physics Classroom, Lubna Javeed

The Language and Literacy Spectrum

This qualitative case study was an in-depth exploration into how writing may facilitate disciplinary literacy in an eleventh grade physics classroom. In response to the dearth of writing instruction in high school disciplinary classrooms, this study was an in-depth exploration into how writing may facilitate the cultivation of disciplinary writing in physics. The study focused on the perspectives of three participants during a semester of implementing writing by using sentence starters in physics. Findings showed participants were resistant to the change in curriculum and learning. Modelling effective disciplinary writing to support students may help improve attitudes and identities as writers.


Using Primary Sources In Content Areas To Increase Disciplinary Literacy Instruction, Salika A. Lawrence, Elise Langan, Julie Maurer Jun 2019

Using Primary Sources In Content Areas To Increase Disciplinary Literacy Instruction, Salika A. Lawrence, Elise Langan, Julie Maurer

The Language and Literacy Spectrum

This paper describes how a three-day summer workshop on using primary sources helped teachers increase the emphasis placed on disciplinary literacy when teaching social studies and history. Two specific issues in teacher education and practice are addressed. First, increasing teachers’ content knowledge of history topics can help them plan lessons that connect local and global events. Second, content area reading requires literacy practices, which are unique to disciplines. Therefore, teachers need to apply historical inquiry and disciplinary literacy methods in the curriculum.


Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict Feb 2019

Data Diving Into “Noticing Poetry”: An Analysis Of Student Engagement With The “I Notice” Method, Scot Slaby, Jordan Benedict

Journal of Inquiry and Action in Education

This paper explores students’ engagement in reading poems, examining data on their self perceptions of their confidence and competence in reading poems before, during, and after using the “I Notice” methodology as adapted from The Academy of American Poets’ unit plan, “Noticing Poetry” (Slaby, 2017). The data was collected over the course of a month from January 9 through January 30, 2018 and involved five classes of one hundred general English tenth grade students across three teachers’ classrooms at Shanghai American School’s Puxi High School Campus. Data indicates that the “I Notice” method and the “Noticing Poetry” unit and ...